This article presents two comparative case studies of young people with visual impairments that illustrate different degrees of success in integration into mainstream education in the United Kingdom. The cases illustrate a successful coordinated early integration versus a poorly coordinated and unsuccessful late integration effort. (Contains eight…

This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and…

Presents findings of a nationwide survey into the extent to which United Kingdom schools for students with emotional and behavioral difficulties reintegrate their pupils into mainstream schools and on the problems they have encountered. Results indicate that very few of these pupils ever return to mainstream school. Considers study's implications…

A multiple baseline design was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for three high-functioning students with autism and their typical peers in integrated elementary classrooms. Results revealed increased reading fluency and reading…

Recent court decisions indicate a movement towards supporting more integrated educational settings for students with disabilities. Recent legal decisions are discussed with regard to least restrictive environment, benefits of self-contained or regular education placement, supplemental aids and services, curriculum modifications, continuum of…

This article describes the development of collaborative partnership throughout the first year of a primary grade team including a classroom teacher, a graduate student providing special education services, and a university coordinator. It describes how collaboration allowed team members to meet the individual needs of children with learning…

Presents a way to help English as a Second Language (ESL) students make the transition to mainstream English classes that mitigates many of the problems these students encounter. Suggests that high school English teachers need professional development to relate their instructional and assessment practices to what is known about second-language…

General physical educators can take advantage of the skills and knowledge of adapted physical education consultants in order to provide instruction for students with disabilities in mainstream classes. This article describes student assessment, development of the Individual Education Plan, program recommendations, transition planning, and…

Examines recent developments in Malta's inclusive education policy, discourse, and practice, noting the influence of United Nations policies, local political developments, parent associations, a National Commission for Persons with Disabilities, and a nongovernmental organization for persons with developmental disabilities. Discusses the…

Analysis of placement and exit data on students with mental retardation (MR) found in annual reports on implementation of the Individuals with Disabilities Education Act indicated an upward trend in educating students with mental retardation in general education classrooms, a decline in graduation rates with a diploma or certificate, and a greater…

This article chronicles a teacher's journey from resource teacher for students with learning disabilities (LD) to novice inclusion teacher and then expert inclusion specialist over a 7-year period. It concludes that the teacher's interpersonal and communication skills are most important, although skill at anticipating student difficulties and…

Discusses the release of a British government Green Paper supporting the principle that children with special needs should, wherever possible, be educated in mainstream schools. Notes concern that the Green Paper will actually threaten children's legal rights to the provision required to meet their needs. (CR)

Examined attitudes of 76 Singaporean preschool teachers and supervisors regarding integrating young children with disabilities into mainstream preschool centers. Findings indicated that the majority of teachers were willing to consider integrating but voiced concerns about their abilities to cope on a daily basis without relevant information about…

Surveyed elementary principals regarding their perceptions of inclusive education. Principals spent very little time planning for implementing inclusion. They reported that their teachers, staff, and parents had substantially different opinions about inclusion. They were disappointed in assistance received from resource personnel who should have…

Background: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education. Aims: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see…